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Full text of "[Catalogue of the State Teachers College at Salem]"

The Commonwealth of Massachusetts 

State Teachers College 

at 

Salem, Massachusetts 




1958-60 



TABLE OF CONTENTS 



Faculty 

History 

The Salem Purpose 

Student Activities 

Requirements for Admission 

Length of Courses and Degrees 

Requirements for Promotion and Graduation 

Program of Instruction .... 

Curricula 

Elementary ..... 
Junior High School 
Business Education 

Description of Courses 

Departments 

Art 

Business 
Earth Science 
Education 
English 
French . 
Handwriting . 

Health and Physical Education 
Mathematics 
Music . 
Science 
Social Science 
Speech . 



Page 

5 

7 

8 

9 

11 

14 

18 

20 

21 
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24 
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37 
39 
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43 
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THE COMMONWEALTH OF MASSACHUSETTS 
DEPARTMENT OF EDUCATION 



STATE TEACHERS COLLEGE 

at 

SALEM 

Founded in 1854 




Accredited by: National Council for Accreditation of Teacher Education 

Member of: American Association of Colleges for Teacher Education 

Eastern States Association of Professional Schools for Teachers 
Massachusetts Council on Teacher Education 
New England Association of Colleges and Secondary Schools 
New England Teacher-Preparation Association 



Publication of this Document Approved by Bernard Solomon, State Purchasing Agent 
Form Ed-S.T.C-Salem-5. 1500-11-57-921421 



THE COMMONWEALTH OF MASSACHUSETTS 

DEPARTMENT OF EDUCATION 

BOARD OF EDUCATION 

MRS. ALICE M. LYONS, Chairman 

DR. LEO C. DONAHUE, Vice-Chairman 

DR. JOHN W. McDEVITT, Secretary 

DR. ALEXANDER BRIN 

MR. STUART MACMILLAN 

DR. WILLIAM E. PARK 

MRS. ROBERT A. PEDERSON 

RT. REV. MSGR. CORNELIUS T. H. SHERLOCK 

HON. FRANK W. TOMASELLO 

DR. OWEN B. KIERNAN, Commissioner of Education 

Division of State Teachers Colleges 

DR. D. JUSTIN McCARTHY, Director 

DR. FRANCIS X. GUINDON, Assistant Director 

MR. PAUL W. KNIGHT, Business Agent 



PERSONNEL STAFF 



ANN K. CLARK 

State Normal School at Salem 

MARY M. O'KEEFFE . 

MARY E. JONES 

ARLENE M. ANDREWS 

ARTHUR W. O'NEIL, M.D. . 
Tufts College 

MARGARET D. WELCH, M.D. 
Tufts College 

GERTRUDE R. WILLIAMS, R.N. 
Carney Hospital 



Registrar 

Secretary 

Bookkeeper 

. Clerk 

College Physician 

College Physician 

College Nurse 



FACULTY 

Frederick A. Meier, B.S., M.S., D.H.S., President 



James T. Amsler, B.S.Ed., M.Ed., Ed.D. 

Michel J. Antone, B.A., M.A. 

Mildred Berman, B.S.Ed., M.A. 

Mary A. Bradley, B.S.Ed., M.Ed., Ed.D. 

Gertrude Burnham, B.A., M.A. 

Francis E. Callan, B.S.Ed., B.S.L.S. 

Mary E. Casey, B.S.Ed., M.A. . 

James J. Centorino, B.A., M.A. 

Timothy F. Clifford, B.A., M.A., Ph.D. 

Lorraine Coffey, B.A., M.A. 

Earle S. Collins, B.A., M.Ed. 

Margaret W. Dower, B.A., M.A., Ph.D. 

Edwin L. Francis, B.A., M.A. 

J. Clifford Geer, B.S., M.Ed. 

Serena G. Hall, B.A., M.A., Ph.D. 

Roger A. Hardy, B.S., M.B.A. . 

D. Francis Harrigan, Jr., B.S.Ed. 

Leo F. Hennessey, B.A., M.Ed., Ph.D. 

Lillian M. Hoff, B.S., M.A. 

Bruce F. Jeffery, B.B.A., M.C.S., LL.B. 

Mary M. Jones, B.S.Ed., M.A., Ed.D. 

Helen J. Keily, B.B.A., M.Ed., Ed.D. 

Charles F. Kiefer, Jr., B.S.Ed., M.A. . 

Lawrence T. Lowrey, Ph.B. 

Alfred J. Lustri, B.A., M.Ed. 

Helen T. Mackey, B.S., M.Ed., Ed.D. 

Marion S. Marshall, B.S.Ed., M.Ed. 
Edna M. McGlynn, B.A., M.A., Ph.D. 
Minor H. McLain, B.A., M.A., Ph.D. . 
George F. Moody, B.S.Ed., M.A., LL.B. 

Viola I. Munyan, B.S.Ed., M.S. 
Jane S. O'Hern, B.S., M.A. 
Mary A. O'Rourke, B.S.Ed., M.Ed., Ed.D. 
Stephen Panosian, B.S.Ed., M.Ed. 
Joseph M. Piemonte, B.A., M.A. 
Elizabeth D. Prescott, B.A., M.A. 
V. John Rikkola, B.S.Ed., M.Ed. 
Richard H. Rockett, B.A., M.Ed., LL.B. 
Thomas I. Ryan, B.A., M.S. 
Paul V. Salley, B.S.Ed., M.A. . 
Grant W. Seibert, B.A., M.S. 
Schuyler G. Slater, B.S., M.S. 
Janet Smith, B.A., B.S., M.C.S. 
Mildred B. Stone, B.S.Ed., M.A. 
James B. Sullivan, B.A., M.S., Ph.D. 

Joseph A. Sullivan, B.S.Ed., M.Ed. 
Tauno O. Tamminen, B.S.Ed., M.Ed. 
James E. Twohig, B.S.Ed., M.Ed. 
Mira Wallace, B.S.Ed., M.Ed. . 
Anthony P. Winfisky, B.S.Ed., M.Ed. 
Beatrice Witham, B.S., M.Ed., 
Nicholas Xanthaky.,^./?.,, /7?- C jS. 
Adele L. Younis, B.Ed., M.A. . 



Physica 



Education 

Mathematics 

. Earth Science 

Education 

. English 

Assistant Librarian 

. English 

. Earth Science 

Music 

. Social Science 

Physical Science 

. Social Science 

English, French 

Science, Audio-Visual Education 

. English 

. Business Education 

Handwriting 

Education 

Speech 

Chairman, Business Education 

Department 

Chairman, Junior High School 

Department, English 

Dean of Studies, Guidance 

. Social Science 

Dean of Men, Logic, Physical Education 

Education 
Assistant Dean of Women 
Physical Education 
Business Education, Speech 
. Social Science 
. History 
Director of Training 
Chairman, Elementary Department, Education 

Education 
Physical Education for Women 

Education 

Art 

. History 

. English 

Education 

Business Law, French, Speech 

Biological Science 

. Earth Science 

Librarian 

Chemistry, Physics 

Dean of Women, Business Education 

Mathematics 

Director of Admissions 

Biological Science 

Business Education 

Education 

Physical Education 

Physical Education 

Art 

Business Education 

Business Education 

. English 



[5] 



TRAINING SCHOOL FACULTY 

V. John Rikkola, B.S.Ed., M.Ed., Principal 



Doris A. Cambridge, B.S.Ed. 

Mary V. Hourihan, B.S.Ed., M.Ed. 

Minerva M. Hudgins, B.S.Ed., M.Ed. . 

Agnes E. McCourt, B.S.Ed., M.Ed. 

Viola I. Munyan, B.S.Ed., M.S. 

William A. Rich, B.S.Ed., M.A. 

Esther L. Small, State Normal School, Salem 

Ruth L. Southwick, B.S.Ed., M.Ed. 

Dorothy B. Stanley, B.S.Ed., M.Ed. 

Tauno O. Tamminen, B.S.Ed., M.Ed. 



Supervisor, Grade Four 

Supervisor, Grade Five 

Supervisor, Grade Six 

Supervisor, Grade One 

Home Economics 

Supervisor, Grade Eight 

Supervisor, Grade Seven 

Supervisor, Grade Three 

Supervisor, Grade Two 

Science, Manual Arts 



[6] 



HISTORY 

In 1854 the Board of Education selected Richard Edwards to initiate a 
school in Salem for the preparation of teachers. Dr. Edwards gave three 
years of excellent leadership here before going back to his native Midwest 
to head the Illinois State Normal University. Dr. Edwards came from Bridge- 
water Normal School where he had worked with Horace Mann who was then 
in his most active days of beginning teacher education in America. To suc- 
ceed Dr. Edwards in 1857 came Alpheus Crosby, a professor of Greek at 
Dartmouth. Dr. Crosby planted deeply in the tradition of Salem the im- 
portance of scholarship, and he is particularly remembered for his courage 
and strength of conviction during the Civil War. In 1865 he retired from 
the work of preparing teachers to become the director of a newspaper, The 
Right of Way. 

Dr. Daniel B. Hagar came to Salem in 1865 and served for thirty-one 
years. Under Dr. Hagar came the development of many methods, practice 
teaching for the Normal School student, and the use of the facilities of 
the Essex Institute and Peabody Academy of Science in the teacher-training 
program. As editor of The Massachusetts Teacher he placed Salem in a posi- 
tion of leadership in the profession and his personal influence still lives in 
the hearts of his pupils, now retired teachers among the Salem alumni. Dr. 
Walter Beckwith succeeded Dr. Hagar, coming in 1896 and serving until 
1905. It was during his administration that the Normal School was moved 
from Broad Street to its present site. Dr. Beckwith kept pace with advances 
in teacher training. 

In 1906 Dr. J. Asbury Pitman began his career of service to the cause 
of teacher education at Salem. The length of his service was thirty-one 
years, equalling Dr. Hagar in tenure of office. Many significant advances 
took place under his direct and forceful leadership, among them the change 
from a Normal School to a Teachers College, the establishment of the de- 
partment of Business Education, the inauguration of the Junior High School 
department, and the employment of a Training School principal. 

Dr. Edward A. Sullivan came to the College in 1937. Under Dr. Sullivan 
came expansion and accreditation by national and regional associations. 
His warm personality and wisdom contributed immeasurably to the state of 
growth in which the college began its second century. 

The seventh president is Dr. Frederick A. Meier who began his adminis- 
tration in April of 1954, coming to Salem from Bridgewater Teachers College 
where he was a professor of science and dean of men. 

During 1954-56 through the efforts of the Department of Education 
and the Massachusetts Legislature, positive steps were taken to meet the 
demand for teachers and the needs of the resulting increased enrollment 
at Salem Teachers College. Funds were appropriated and construction begun 
on a new library, auditorium, gymnasium and administration building. 

Salem conducts a part-time graduate program leading to the Master 
of Education degree. The curriculum has been revised and strengthened 
and the faculty has been increased. Salem will continue to lead in seeking 
out young people who have the ability and the desire to teach in elementary 
and junior high schools, and business education in high schools. 

[7] 



THE SALEM PURPOSE 

Subscribed to by the President and 
Faculty of the State Teachers College at Salem 

Education is the organized development of all the powers of a human 
being — spiritual, intellectual, emotional, social, and physical. This develop- 
ment should be brought about by providing experiences which foster such 
knowledges, appreciations, and habits as will yield a character equal to the 
demands of existence in a democratic society. 

Presupposing competent administration, the quality of a school depends 
essentially upon the quality of its faculty. Curricula, methods, and pro- 
cedures are important, but these ultimately reflect the preparation, charac- 
ter, and personality of the classroom staff. Therefore, school authorities 
should strive by all possible means to secure as teachers, men and women 
who are both broadly trained and adequately equipped in their fields, who 
possess the intellectual and moral prerequisites for their positions, who have 
a sympathetic understanding of and respect for young people, and who are 
sincerely devoted to the best interests of their own students. Such teachers 
always produce good schools. Good schools are axiomatically an invaluable 
instrument in civilized living. 

The State Teachers College at Salem, Massachusetts, is a tax-supported 
institution, accredited in the field of teacher preparation, and offering cult- 
ural and professional training of high quality. Our primary duty is to furnish 
teachers for service in the Commonwealth. We make every effort to dis- 
cover, conserve, and develop the potentially superior student, and to bring 
to fruition his abilities for constructive accomplishment in public education. 
These ends are achieved through classroom instruction, individual and group 
guidance, and such extracurricular activities as the cooperative association, 
dramatics, forensics, journalism, club work, and other social and leisure-time 
projects. The college is selective in that only the worthy may be graduated. 

Since we function under the auspices of the State, our institution has 
an unusual opportunity to disseminate the advantages of higher learning. 
It recognizes no parochial limitations, but seeks rather to extend its area 
of service as widely as possible. It encourages participation by faculty and 
students in programs of educational and social betterment sponsored by other 
progress-minded groups. It provides in-service and reorientation training 
through the medium of extension courses, because it recognizes a responsi- 
bility to teachers who feel the need of further supervised study or who realize 
that refresher work is imperative if they are to interpret modern life intelli- 
gently and exercise a salutary influence on the thinking and ideals of Ameri- 
can youth. 



[8] 



SALEM TEACHERS COLLEGE 

of the Future 




Proposed Construction 

In accordance with the Department of Education's expansion program, 
the State Legislature has appropriated $1,931,000 for the construction of a 
building consisting of a gymnasium, auditorium, library and office wing. 
In connection with this project, $92,000 has been allotted for renovating 
the present building. Classroom and office space will be made available 
from the present auditorium, library and office. It is hoped that this con- 
struction will be available for use as of September 1959. 



STUDENT ACTIVITIES 

General Statement — A varied program of activities is carried on at 
the college with a fourfold purpose: recreation, social enjoyment, cultural 
opportunities, and training in leadership. There are so many clubs and 
groups that every student should be able to find one from which he may 
derive pleasure and profit. Besides, he will find his experience valuable 
when he assumes responsibility as a teacher in the activities program of 
his school. 

Arts and Crafts Club 

Association for Childhood Education 

Book Club 

[9] 



Business Education Council 

Camera and Audio-Visual Council 

Circle K 

College Bookstore 

College Choir 

Cooperative Council 

Deans' Aides 

Eastern Business Teachers Association 

Footlighters 

Glee Club 

International Relations Club 

Kappa Delta Phi 

Men's Athletic Association 

Pi Omega Pi 

Publications: 

The Log 

The Clipper 

The Compass 
Religious Clubs: 

Godoles 

Newman Club 

Orthodox Club 

Salem Christian Association 
Science Club 
Student N.E.A. 
Tri Mu 

Weather Club 
Women's Athletic Association 



Scholarships 

Through the generosity of graduates and friends of the college, several 
scholarships have been established. These are awarded to students on a 
basis of need. Applications should be made to the president after the open- 
ing of the college year. Scholarships are available from the following funds: 

Arlington-Cambridge S.T.C. Club 
Susan Marvin Barker Scholarship Fund 
Walter Parker Beckwith Scholarship Fund 
Ella Franklin Carr Memorial Fund 
Alpheus Crosby Memorial Fund 
Ellen Maria Dodge Scholarship Fund 
Richard Edwards Memorial Association Fund 
Essex County Teachers Scholarship Fund 
Daniel Barnard Hagar Memorial Fund 
Lawrence S.T.C. Club 
Harriet Laura Martin Memorial Fund 

(for graduate study only) 
Amanda Parsons Scholarship Fund 
Pitman Scholarship Loan Fund 
Louise O. Twombly Scholarship Fund 



[10] 



''-REQUIREMENTS FOR ADMISSION 

I. Submission of "Application for Admission" and "High School Record." 

Every candidate for admission to a State Teachers College or the Massa- 
chusetts School of Art is required to submit to the College of his choice: 

1. A completed form entitled ''Application for Admission to a State 
Teachers College." 

2. Through the high school principal, his high school record on a 
form entitled ''High School Record" which includes "Ratings of Personal 
Characteristics." 

These forms may be obtained from the high school or college and 
should be filed early in the senior year, particularly in the cases of certified 
or upper quarter students. 

II. Time of Admission. 

1. Certified applicants, IV. -A. Plan I, and upper quarter applicants, 
IV.-B. Plan II, may file an application and may be admitted provisionally 
on or after October 1 of the senior year. Final acceptance is contingent 
on the maintenance of a high school record for the first two marking periods 
or the first half of the senior year which meets the requirements of Plan 
I or Plan II. 

Plan I and Plan II candidates whose applications are received on or 
after the date of administration of any examination may be admitted im- 
mediately if there is no waiting list (see V). If there is a waiting list, the 
procedure outlined in V. applies. 

2. Applicants not certified nor in the upper quarter may submit appli- 
cations on or after October 1 of the senior year, but must await the results 
of examinations before being accepted for admission. It is to the advantage 
of these candidates to submit their applications in advance of the first 
examination, but applications will be accepted for the succeeding exami- 
nations. 

III. General Qualifications. 

Every candidate for admission as a regular student must meet the 
following requirements: 

1 Health. 

The candidate must be in good physical condition and free from any 
disease, infirmity, or other defect which would render him unfit for public 
school teaching. A statement from the family physician and examination 
by the college physician are required evidences in this regard. 

2. High School Graduation. 

The candidate must be a graduate of a standard four-year high school 
or have equivalent preparation. 

*New "Requirements for Admission" which become effective September 1, 1959, appear on Pages 15-17. 

[ll] 



3 Completion of Fifteen Units of High School Work. 

The "High School Record" must show the completion of fifteen units 
accepted by the high school in fulfillment of graduation requirements or the 
candidate must present evidence of equivalent preparation. 

"A unit represents a year's study in any subject of a secondary school 
so planned as to constitute approximately one-fourth of a full year of work 
for a pupil of normal ability. To count as a unit, the recitation periods shall 
aggregate approximately 120 sixty-minute hours. Time occupied by shop 
or laboratory work counts one-half as much as time in recitation." 

4 Personal Characteristics. 

The "Rating of Personal Characteristics" and the moral character of 
the candidate must, in the judgment of the President of the Teachers College, 
warrant the admission of the candidate. 

IV. Methods of Admission. 

A Plan I. Admission by Certificate. 

The privilege of certification is extended to public and private schools 
and academies in the Commonwealth of Massachusetts. The Teachers 
Colleges will accept the certificating grade regularly established by the 
individual school for college entrance. Units of certification will be deter- 
mined on the same basis as units of credit, subject to the restrictions of 
this bulletin. 

The Department of Education reserves the right to withdraw the privi- 
lege of certification from any institution when its students fail to measure up 
to the standards required by the Department. The responsibility of the high 
school will continue through the freshman year in the Teachers Colleges. 

Admission by certificate is granted to candidates who present work of 
certificating grade in 12 units as follows: Seven from the prescribed list 
below and five others from the list given under 2. below. The number of 
units offered for certification is subject to the restriction of 2. below. The 
additional three units of the 15 required units may consist of any work which 
the high school accepts in partial fulfillment of its graduation requirements. 
Personal interviews are required. 

1 Prescribed (7 Units). 

English 3 units 

American History and Civics 1 unit 

Algebra 1 unit* 

Geometry 1 unit* 

Science 1 unit 

2. Distribution of Units for Certified Applicants. 

The units must be so distributed that the number offered in any field, 
including the prescribed units, shall not be more than the following: English, 
3 units; Social Studies, 4 units; Science, 3 units; Foreign Language, 5 units 

*Only one unit of mathematics is required for certification or admission to the Business Education course 
at the State Teachers College at Salem. 

[12] 



(no credit accepted for less than 2 units of any one language); Mathematics, 
3 units; Business Subjects, 2 units*; Fine and Industrial Arts, 2 units*; and 
Home Economics, 2 units*. 

In the case of subjects which continue for two years, the grade for the 
last year must be a certificating grade in order that both units may be 
accepted for certification. If the subjects continue for three or four years, 
the grade for one other year, as well as the grade for the last year, must be 
a certificating grade in order that 3 or 4 units may be accepted for certi- 
fication. 

In the case of English, only 3 units will be accepted among the required 
12 units. A fourth unit of English may be accepted as one of 3 additional 
units. 

B. Plan II. Admission by Upper Quarter Standing. 

Students in the upper quarter of the high school or college preparatory 
class are eligible for admission without examination, provided that they 
have completed fifteen units, and have received passing grades in the seven 
units listed as "Prescribed." Personal interviews are required. 

C. Plan III. Admission by Examination. 

Students who are not eligible for admission by certificate or by reason 
of upper quarter standing, as described in the foregoing, but who possess 
a high school diploma or its equivalent, and are interested in teaching, may 
be admitted to the Teachers Colleges on the successful completion of apti- 
tude tests prescribed by the Department of Education. Personal interviews 
are required. If the result of the personal interview is favorable, the stand- 
ing of the applicant will be determined by the scholastic and personality 
records and examination scores. 

V. Waiting Lists. 

If the number of applicants qualified for admission, following the 
administration of any of the entrance examinations, exceeds the number 
that the facilities of the College will accommodate, the scholastic records 
and the rating of personal characteristics of all applicants, excepting those 
who have already been provisionally or finally admitted, (See II), will be 
evaluated in accordance with the method stated below: 

(a) Scholarship will be allowed a maximum of 75 points for 15 units 
of work. 

(b) Personality will be allowed a maximum of 25 points. 

As a basis for computing the total score from the scholastic record, 
as submitted by the high school principal, a mark of "A" will be allowed 5 
points; "B" 4 points; "C" 3 points; "D" 2 points. 

As a basis for computing the personality record which includes ten 
characteristics exclusive of health, a mark of "Excellent" will be allowed 2Vi 
points; "Good" 2 points; "Fair" 1 V 2 points; "Poor" 1 point. 

*ln these fields one additional unit beyond the maximum may be granted as follows: In Business Educa- 
tion, Home Economics, Industrial Arts, Art, and Music to candidates applying respectively for admission 
to the Business Education course at Salem, the Home Economics course at Framingham, the Industrial 
Arts courses at Boston and Fitchburg, all courses in the Massachusetts School of Art, and the Music 
course at Lowell. 

[13] 



Certified candidates and upper-quarter candidates will be admitted first 
and in that order, as determined by their total scholastic and personality 
rating scores. 

Candidates for admission by examination will then be admitted in order 
of their standing as determined by their total scholastic and personality rat- 
ing and examination scores. 

Waiting lists will remain in force until after the succeeding examination 
when new waiting lists will be established. Vacancies occurring between 
examinations will be filled from the established list. 

VI. Place and Time of Examinations. 

Regular examinations are given in any of the State Teachers Colleges, 
including the Massachusetts School of Art, in January, March, June, and 
September. Candidates ore reminded, however, that in a number of the 
Teachers Colleges the full complement of students may be admitted as a 
result of the January examinations and that the number admitted later may 
be limited to replacements for withdrawals. Students who wish to take ex- 
aminations at a Teachers College other than the one for which they are 
applying should notify in advance the president of the college to which they 
are applying. 



SCHEDULE OF SCHOLASTIC APTITUDE TESTS 

(All Day — Beginning at Nine A.M.) 
January 24, 1958 March 21, 1958 June 3, and September 4, 1958 

VII. Admission as Advanced Student's. 

Students who have attended or are graduates of normal schools or col- 
leges may be admitted as regular or advanced students, under conditions 
approved by the Department. 



LENGTH OF COURSES AND DEGREES 

All undergraduate curricula offered are four years in length and lead 
to the Bachelor's degree. The degree of Bachelor of Science in Education is 
awarded for the four-year program in all of the State Teachers Colleges 
and for the teacher-education program at the Massachusetts School of Art. 

The degree of Master of Education is awarded at the State Teachers 
Colleges at Boston, Bridgewater (including the Hyannis Summer Session), 
Fitchburg, North Adams, Salem, and Worcester. The State Teachers Col- 
lege at Boston offers full-time and part-time graduate programs; the others 
offer part-time programs. Graduate courses in partial fulfillment of the 
requirements for this degree may be offered from time to time in the other 
State Teachers Colleges and the Massachusetts School of Art. 

[14] 



NEW REQUIREMENTS FOR ADMISSION 

Effective September 1959 

I. General Qualifications. 

Every candidate for admission as a regular student must meet the 
following requirements: 

1 Health. 

The candidate must be in good physical condition and free from any 
disease, infirmity, or other defect which would render him unfit for public 
school teaching. A statement from the family physician and examination 
by the college physician are required evidences in this regard. 

2. High School Graduation. 

Candidate must have a high school diploma or equivalent preparation. 

3. Completion of Sixteen Units of High School Work. 

The "High School Record" must show the completion of sixteen units 
accepted by the high school in fulfillment of graduation requirements or the 
candidate must present evidence of equivalent preparation. 

"A unit represents a year's study in any subject of a secondary school 
so planned as to constitute approximately one-fourth of a full year of work 
for a pupil of normal ability. To count as a unit, the recitation periods shall 
aggregate approximately 120 sixty-minute hours. Time occupied by shop 
or laboratory work counts one-half as much as time in recitation." 

4. Personal Interview. 

A satisfactory personal interview of each candidate by faculty members 
of the college is required. 

5. Personal Characteristics. 

The results of the personal interview and the moral character of the 
candidate must, in the judgment of the President of the Teachers College, 
warrant the admission of the candidate. The recommendation of the high 
school principal will be given consideration in determining the fitness of the 
candidate for the profession of teaching. 

II. Submission of "Application for Admission" and "High School Record." 

Every candidate for admission to a State Teachers College or the Massa- 
chusetts School of Art is required to submit to the College of his choice: 

1. A completed form entitled "Application for Admission to a State 
Teachers College." 

2. Through the high school principal, his high school record on a 
form entitled "High School Record" which includes "Ratings of Personal 
Characteristics." 

These forms may be obtained from the high school or college and 
should be filed early in the senior year. 

[15] 



III. Time of Admission. 

1. Applicants may file an application and may be admitted provi- 
sionally under Plan I below on or after October 1 of the senior year. Final 
acceptance is contingent on the maintenance of a high school record for 
the first two marking periods or the first half of the senior year which meets 
the requirements for admission by academic evaluation. 

Plan I candidates whose applications are received on or after the date 
of the administration of any examination may be admitted immediately if 
there is no waiting list (See V.). If there is a waiting list, the procedure 
outlined in V. applies. 

2. Applicants not granted provisional admission under Plan I may 
submit applications on or after October 1 of the senior year, but must await 
the results of examination before being accepted for admission. It is to 
the advantage of these candidates to submit their applications in advance 
of the first examination, but applications will be accepted for the succeeding 
examinations. 

IV. Methods of Admission. 

A. Plan I. Admission by Academic Evaluation. 

The privilege of admission by academic evaluation is extended to public 
and private schools and academies in the Commonwealth of Massachusetts. 

The Department of Education reserves the right to withdraw the privi- 
lege of admission by academic evaluation from any institution when its 
students fail to measure up to the standards required by the Department. 
The responsibility of the high school will continue through the freshman 
year in the Teachers Colleges. 

Admission by academic evaluation is granted to candidates as follows: 
On the basis of A=4, B=3, C=2, D=l, candidates who have an average 
of not less than 3.0 in the highest 16 units of high school work will be ad- 
mitted without examination. 

1. Prescribed — These 16 units must include the following 8 pre- 
scribed units: 

English (including Grade XII) 4 units 

American History and Government 1 unit 

Algebra 1 unit* 

Geometry 1 unit* 

Biology, or Physics, or Chemistry 1 unit 

(General Science not to be accepted 

as substitute for above) 

2. Distribution of Units for Applicants Admitted by Academic Evalua- 
tion. 

The units must be so distributed that the number offered in any field, 
including the prescribed units, shall not be more than the following: English, 
4 units; Social Studies, 4 units; Science, 4 units; Foreign Language, 5 units 
(no credit accepted for less than 2 units of any one language); mathematics, 

*Only one unit of Algebra or Geometry is required for admission by academic evaluation to the Business 
Education course at the State Teachers College at Salem. 

[16] 



4 units; Business Subjects, 2 units**; Fine and Industrial Arts, 2 units 
Home Economics, 2 units**; and Physical Education, 1 unit' 



•k -k -k 



B. Plan II. Admission by Examination. 

Students who are not eligible for admission by academic evaluation 
as described in the foregoing, but who possess a high school diploma or its 
equivalent, are interested in teaching, and qualify under the General Quali- 
fications stated under I., may be admitted to the Teachers Colleges on the 
successful completion of aptitude and/or other tests prescribed by the De- 
partment of Education, provided they present high school credits in the fol- 
lowing subjects: 

English through Grade XII 4 units 

American History and Government 1 unit 

Mathematics 2 units 

Science 1 unit 

The standing of the applicant will be determined by the examination 
scores and the prescribed high school credits. 

Candidates may take examinations not more than twice for any aca- 
demic year. 

V. Waiting Lists. 

If the number of applicants qualified for admission, following the ad- 
ministration of any of the entrance examinations, exceeds the number that 
the facilities of the College will accommodate, a waiting list will be estab- 
lished. The position of a candidate on the waiting list will be determined 
as follows: 

A. Plan I Candidates: 

The position of these candidates will be determined according to the 
numerical evaluation as described under IV. A. 

B. Plan II Candidates: 

The position of these candidates will be determined according to a 
numerical grade including an evaluation of the prescribed high school credits 
and the entrance examination score. 

The eight prescribed high school credits will be evaluated as follows: 

A = 4 

B = 3 

C = 2 

D = 1 

Vacancies occurring between examinations will be filled from the estab- 
lished list. Candidates on a waiting list will have preference over all can- 
didates (whether Plan I or Plan II) who become eligible for admission at 
subsequent examination dates. 

**ln these fields one additional unit beyond the maximum may be granted as follows: In Business Edu- 
cation, Home Economics, Industrial Arts, Art, and Music to candidates applying respectively for admis- 
sion to the Business Education program at Salem, the Home Economics program at Framingham, the 
Industrial Arts program at Boston and Fitchburg, all programs in the Massachusetts School of Art, and 
the Music program at Lowell. 

***One unit granted for the Physical Education major program at Bridgewater only. 

[17] 



REQUIREMENTS FOR PROMOTION AND GRADUATION 

1. A system of quality points is in force in all of the State Teachers 
Colleges. Under this system, grades will be given the following values: 
A = 4 to 5, B = 3 to 3.9, C = 2 to 2.9, D = 1 to 1 .9, E = 0. ~ 

2. The number of quality points which a student receives in a course 
is determined by multiplying the total number of semester hours in the 
course by the corresponding number of quality points, e.g., a six-semester 
hour course with a rating of "A" has a value of 24 quality points. The 
average is computed by dividing the total number of quality points by the 
total number of semester hours. 

3. The average of the grades required for promotion or graduation 
is two. Students with an average of less than two must withdraw from col- 
lege unless permission to repeat the year is given by the Director of the 
Teachers Colleges on the recommendation of the President for such reasons 
as illness, home difficulties, etc. 

4. Incomplete grades must be made up within eight weeks after the 
opening of the following semester. (No course may be marked "incomplete" 
unless 80% of the work has been done at the time of discontinuance.) 

5. The determination of quality points is made at the end of each 
college year and, excepting when the year is repeated, the number of points 
is not affected by grades in courses subsequently taken and passed. 

6. "E" grades can never be removed, but the subjects in which they 
have been received must be repeated and passed, or in the case of electives, 
other approved courses must be taken and passed either in approved summer 
sessions, or when possible, during the regular college year. Continuing 
subjects, in which "E" grades have been received, must be successfully re- 
peated before the student may take advanced work. 

7. The grade for a repeated or alternate course will be recorded in 

the college records as follows: "Repeated or alternate course 

passed at 

(Name) (College) 

with a grade of " 

EXPENSES 

The following summary indicates as nearly as possible the regular ex- 
penses for which each student must plan in an annual budget: 

I. Fees for Residents of Massachusetts. 

1. $100.00 a year payable in two installments at the beginning of 
each semester. 

2. $3.50 a semester hour — Courses for part-time day students. 

3. $10.00 a semester hour — Extension and Summer Courses. 

4. $7.50 a semester hour — Auditor in Extension and Summer Courses. 

II. Fees for Non-Residents of Massachusetts. 

1. $400.00 a year payable in two installments at the beginning of 
each semester. 

[18] 



2. $15.00 a semester hour — Extension and Summer Courses. 

3. $14.00 a semester hour — Courses for part-time day students. 

4. $7.50 a semester hour — Auditor in Extension and Summer Courses. 

III. Registration Fee. 

Each applicant for admission to a Massachusetts State Teachers Col- 
lege or the Massachusetts School of Art must pay a registration fee 
of $10.00 following notification of acceptance of admission. This fee 
will be deducted from the tuition of students who attend and will be 
forfeited by those who do not attend. Refunds for students leaving 
the college within six weeks after the beginning of the semester will 
be based on the regularly-established schedule of refunds, minus the 
registration fee. This regulation became effective for students enter- 
ing on or after September 1, 1955. 

IV. Textbooks and Supplies. 

Students are expected to purchase all necessary textbooks and supplies, 
at an approximate expense of $50.00 a year. 

V. Other Expenses. 

1 . Club dues — $1 . 

2. Girls' gym outfit — $22. (approximate figure) 

3. Men's gym outfit — $8. (approximate figure) 

4. Class dues and social functions — $10. 

5. Cost of travel depends upon location and mode of travel. 

6. Board and room for non-commuting students $18.00 a week. 

7. Cooperative dues — $13. 

Each student has a chance to participate in some cooperative school 
service, for every student automatically becomes a member of the Coopera- 
tive Association when he pays his cooperative dues of $13.00. The coopera- 
tive dues are traditionally paid by every student in the college and should 
be paid on the day when the first semester fee is due. The money collected 
is used to promote activities which will be of benefit to the college at large. 

As a member of the Cooperative Association each student has an op- 
portunity to be a member of the Cooperative Council, to serve on various 
committees, to write for The Log, and to represent his college at various 
conventions. 

All payments must be made in advance, without the presentation of 
bills. 

These regulations and charges are subject to change by the Board of 
Education. 

[19] 



COLLEGE PROGRAM OF INSTRUCTION 

The instructional program of the college is conducted by thirteen de- 
partments: Art, Business Education, Earth Science, Education, English, 
French, Handwriting, Health and Physical Education, Mathematics, Music, 
Science, Social Science and Speech. 

While there is no foreign language requirement for graduation from 
the Teachers College, students are encouraged to elect French as a means 
of broadening their cultural interests. 

Elementary Education 

No field of teaching demands better professional preparation or more 
actual practice than the elementary school. The program requires the stu- 
dent to earn 128 semester hours of general education, professional educa- 
tion, and practice teaching. The practice teaching in the junior year is 
carried out in the college-operated Horace Mann Training School. Here 
the student carries on a complete teaching program under expert supervision. 

Junior High School Education 

The junior high program presents three areas of concentration: English, 
General Science-Mathematics, and Social Studies. Each area affords 30 
semester hours in the major field of concentration. This program is adapt- 
able to the present needs of the junior high school. In the field of Science 
alone authorities see a nation-wide need of 25,000 secondary school science 
teachers. 

Business Education 

The Business Education program at Salem aims to prepare business 
teachers to understand the purposes and meet the needs of present-day 
business education in our secondary schools. 

The modern view of education is to regard it as the adjustment of the 
individual to his environment. Consequently, we must regard business edu- 
cation as the adjustment of the individual to his business environment. The 
Business Education program deals with the student as an individual and as 
a member of the community. 

It is the intent of these three curricula to give the student a general 
education founded on moral and spiritual values and a professional training 
in the field of his choice. 

COLLEGE YEAR BEGINS 

September 15, 1958 September 14, 1959 



[20] 



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DESCRIPTION OF COURSES 

The courses offered are listed in alphabetical order according to de- 
partments. The numbering of these courses accords with the following plan: 

Freshmen . . . 101 up 

Sophomores 201 up 

Juniors ..... 301 up 

Seniors ..... 401 up 




DEPARTMENT OF ART 

Stephen Panosian, Chairman 
Anthony Winfisky 

Art 101. Introduction to Art 

This course deals with the essentials of visual art such as line, form, 
color, design, space and texture. Experimentation with materials and ap- 
proaches is encouraged. An understanding of visual arts is developed 
through illustrated lectures and comparisons with other forms of expression 
such as music and literature. 

3 periods weekly for one semester. 

2 semester hours credit. 

Art 201. Survey of Art 

This course presents an analysis of the major forms of art, architecture, 
sculpture, and painting. There is a study of the development of the types 
of expression in relation to the cultures of the past and present. 

2 periods weekly for two semesters. 

2 semester hours credit. 

[24] 



Art 332. Elementary School Art 

This course develops an understanding of the place of art in the ele- 
mentary curriculum. Materials and media suitable for this level are ex- 
plored with emphasis on creative experiences in line, form, color, and tex- 
ture. 

2 periods weekly for one semester. 

2 semester hours credit. 

Art 401. Art Appreciation and Crafts 

A study is made of art forms which are encountered in everyday life. 
The fine arts, applied and industrial arts, the plastic and graphic arts are 
studied. Design as applied to wood, glass, stone, and ceramics is analyzed. 
Field trips are taken to the museums in Salem to afford the student an ap- 
preciation of the art forms in New England history. 

2 periods weekly for one and one-half semesters. 

3 semester hours credit. 

Art 462. Elementary School Handwork 

This course is designed to teach the place of handwork in our elemen- 
tary school curriculum. Emphasis is given to the use of tools, a knowledge 
of materials and their manipulation, and methods of employing these mate- 
rials to enrich elementary school teaching. 

2 periods weekly for one semester. 
1 semester hour credit. 

DEPARTMENT OF BUSINESS EDUCATION 

Bruce F. Jeffery, Chairman 
Roger Hardy 
Marion S. Marshall 
Richard H. Rockett 
Janet Smith 
Joseph A. Sullivan 
Beatrice Witham 
Nicholas Xanthaky 

Accounting 101. Introductory Course 

This course deals with the fundamentals of bookkeeping, including the 
preparation of balance sheets, income statements, journals, ledger accounts, 
and other features of the bookkeeping cycle. The cycle is elaborated to in- 
clude special journals and columns. Student discussion and problem solving 
are the primary methods used in this course although a few "sets" of com- 
plete problems are also included. 

3 periods weekly for two semesters. 
6 semester hours credit. 

Accounting 201. Intermediate and Advanced Course 

This course deals with a continued study of the principles of accounting. 
Control accounts, partnerships, the voucher system, corporations and manu- 
facturing accounts are included. 

3 periods weekly for two semesters. 

6 semester hours credit. 

[25] 



Accounting 401. A Course of Problems 

This course consists of advanced problems based upon various business 
organizations. Progress depends upon the power of the class. An intro- 
duction to cost accounting, including job order and the process system, is 
part of the course. The course is for the specialist. It is suggested that 
candidates for this elective have at least average grades in earlier account- 
ing courses. 

2 periods weekly for one semester. 
2 semester hours credit. 

Accounting 402. Auditing 

This course aims to acquaint the student with the nature of auditing, 
auditing procedures, and the kinds of audits. In addition to the theory, 
there ore practical auditing problems presented. The purpose of the course 
is not only to learn new techniques of accounting but also to tax the stu- 
dent's resourcefulness in applying his present knowledge to actual auditing 
situations. 

4 periods weekly for one-half semester. 
2 semester hours credit. 

Business 101. Business Mathematics 

This course includes a review of fundamental operations, common frac- 
tions and billing, decimal fractions and percentage, interest and bank dis- 
count. Other topics included are: mathematics of insurance, trade and cash 
discount, reconciliation of bank statements, handling of checkbook, profit 
and loss, distribution of overhead, and individual income taxes. Some time 
is devoted to table work for use in compound interest and present value 
problems. 

2 periods weekly for one semester. 
2 semester hours credit. 

Business 201. Business Organization 

This course aims to give the student an understanding of the compo- 
nent parts of the economic structure in general and of business enterprise 
in particular. The relationships among the functions of business, such as 
buying and banking, production and distribution, and of various business 
processes by which these functions serve consumers, constitute the subject 
matter of the course. Both large-scale and small-scale business operations 
ore considered. 

2 periods weekly for one semester. 

2 semester hours credit. 

Business 301. Business Law 

This course deals with the unit subjects of contracts, agency, sales, 
negotiable instruments, partnerships, and business corporations. It also in- 
cludes incidental treatment of the history and development of our present- 
day law and judicial procedures. 

3 periods weekly for two semesters. 
6 semester hours credit. 

1.26] 



Business 305. Consumer Education 

This course aims to give the student practical information and training 
as a basis for more intelligent living. It strives to establish a sense of values 
by teaching wise money management, discrimination in buying, and the 
efficient consumer use of business services. 

2 periods weekly for one semester. 

2 semester hours credit. 

Business 306. Distributive Education 

This course undertakes an analysis of the fundamentals of retail selling 
from the point of view of the merchant and salesperson. A study is made 
of distributive education courses as they operate in the modern secondary 
school. Store and school visits and individual student selling experience 
provide bases for class application of principles. 

2 periods weekly for one semester. 

2 semester hours credit. 

Business 307. General Business Training 

This course integrates appropriate elements from several business sub- 
jects. Business knowledge, ideals, and attitudes that will help everybody 
participate in the modern business world result from the study of such topics 
as money, banking, insurance, thrift, transportation, investments, and com- 
munication. 

2 periods weekly for one semester. 

2 semester hours credit. 

Office Practice 201. 

This course aims to teach the fundamental principles of such office ma- 
chines as duplicators, calculators, adding-listing machines, and dictating 
and transcribing machines. Part of the time is devoted to the study and 
practice of various methods of filing. The problems of the small high school 
relative to limited equipment are considered. 

4 periods weekly for one semester. 

3 semester hours credit. 

Shorthand 202. Gregg Shorthand Principles 

This course for the beginning shorthand student is based on the princi- 
ples of Gregg Shorthand Simplified. Emphasis is placed upon the automati- 
zation of brief forms and a thorough mastery of shorthand theory as essen- 
tial to the development of reading and writing skills. 

4 periods weekly for one semester. 
4 semester hours credit. 

Shorthand 302. Principles, Dictation, and Transcription 

This course reviews all of the principles of Gregg Shorthand, and stress 
is put on developing a wide shorthand vocabulary. Dictation of business 
letters is emphasized with the objective of developing a minimum speed of 
80 words a minute in ordinary business dictation. Transcription is included 
in the second semester. 

3 periods weekly for first semester. 

4 periods weekly for second semester. 
6 semester hours credit. 

[27] 



Shorthand 401. Secretarial Techniques 

This course aims to build speed in taking dictation. Vocabulary build- 
ing is stressed. A minimum dictation speed of 100 words a minute is the 
goal toward which the course is directed. Transcription is continued one 
period a week throughout the course. 

4 periods weekly for one semester. 

3 semester hours credit. 

Typewriting 101. Foundation Course for Beginners 

This course emphasizes correct typewriting techniques as a foundation 
for accuracy and skill. Practice is given in arranging business letters, ad- 
dressing envelopes, using carbon paper, copying from simple rough drafts, 
making simple tabulations, and other exercises involving the typewriting of 
practical business materials. Accuracy and speed tests are given weekly. 

4 periods weekly for two semesters. 
4 semester hours credit. 

Typewriting 201. Typewriting Projects 

This course provides experience on all makes of typewriters. Advanced 
typewriting problems involving difficult tabulations, preparation of manu- 
scripts, legal forms, stencil cutting, master copies, and other exercises re- 
quiring the use of vocational typewriting skill are presented. Production- 
type tests are given frequently. 

3 periods weekly for two semesters. 

3 semester hours credit. 



DEPARTMENT OF EARTH SCIENCE 

Paul V. Salley, Chairman 
Mildred Berman 
James J. Centorino 

Earth Science 102. Climatology and Meteorology 

This is a basic course for those interested in geography and science. 
A study is made of the phenomena in the natural world in which we live, 
rocks and minerals, volcanoes, earthquakes, mountain-building, streams, 
ground water, waves and ocean currents, glaciers, wind action, weather and 
climate. Throughout the course emphasis is directed to the location and 
interpretation of these phenomena on maps, pictures and diagrams. 

3 periods weekly for two semesters. 
6 semester hours credit. 

Geography 201. Principles of Geography 

This course is basic for advanced regional and systematic geography 
studies. It explains the influence on man's life of contrasting climate fea- 
tures of diverse land and water forms, and of various elements of location. 

3 periods weekly for two semesters. 
6 semester hours credit. 

[28] 



Geography 202. World Geography 

This course aims to develop an appreciation of the global concept of 
geography and to create an awareness of and sympathetic understanding 
for man's regional problems as influenced by his physical environment and 
expressed in his culture. 

2 periods weekly for two semesters. 
4 semester hours credit. 

Geography 306. Element's of Geography 

A study is made of selected environmental conditions and their influ- 
ence on man's activities. It gives a working knowledge of the interdepend- 
ence of nations and peoples. 

3 periods weekly for one semester. 
3 semester hours credit. 

Geography 307. Fundamentals of Economic Geography 

This is an introductory course based on the distribution of the major 
economic resources of the earth. Location, availability, marketing, and 
transportation factors ore discussed for a selected group of commodities. 

3 periods weekly for one semester. 

3 semester hours credit. 

Geography 309. Geography of North America 

This course gives the student an appreciation of the cultural prosperity 
of North America. A regional analysis of the continent is made to explain 
the interrelationships that exist between man's physical environment and 
his cultural patterns. 

2 periods weekly for one and one-half semesters. 

3 semester hours credit. 

Geography 310. Geography of Europe 

This course is a study of the physical and economic contrasts within 
the major political divisions of this continent. Emphasis is placed on cur- 
rent happenings in Europe. 

3 periods weekly for one semester. 

3 semester hours credit. 

Geography 311. Geography of Asia 

This course is a study of the physical and economic contrasts dominat- 
ing the great land mass of Asia. Political divisions are examined and em- 
phasis is placed on relationships within the continent as well as with other 
continental regions. 

2 periods weekly for one semester. 

2 semester hours credit. 

Geography 312. Geography of Latin America 

This course attempts to give students an understanding of existing phy- 
sical and social factors that influence the economic development of Latin- 
American republics. A regional analysis is made of all the Latin-American 
lands south of the Rio Grande. 

3 periods weekly for one semester. 
3 semester hours credit. 

[29] 



Geography 405. Geography of the Southern Continents 

This course makes a study of the principal geographic regions of the 
southern continents of South America, Africa, and Australia. 

2 periods weekly for one and one-half semesters. 

3 semester hours credit. 

Geography 406. Economic Geography 

This course deals with the distribution of the world's population. Spe- 
cific problem areas are considered prior to a detailed study of the major 
productive occupations. Emphasis is given to aspects of fishing, forestry, 
agriculture, mining, and maunfacturing within the framework of inter-nation 
trade and transportation. 

2 periods weekly for one and one-half semesters. 

3 semester hours credit. 

Geography 407. Geography of Eurasia 

This course is designed to treat the major political and economic prob- 
lem areas included within the vast continental expanse of Eurasia. The 
geographical background and current political happenings in regard to spe- 
cific areas are discussed and studied in detail. 

3 periods weekly for one semester. 

3 semester hours credit. 

DEPARTMENT OF EDUCATION 

George F. Moody, Chairman 

James T. Amsler 

Mary A. Bradley 

Leo F. Hennessey 

Helen J. Keily 

Alfred J. Lustri 

Viola I. Munyan 

Mary A. O'Rourke 

V. John Rikkola 

Tauno O. Tamminen 

Education 102. General Psychology 

This course gives a survey of psychology; its purposes are to acquaint 
the student with the terminology of the subject, to introduce the student to 
the phenomena of consciousness and behavior, and to emphasize the im- 
portance of the adjustment of the individual to his social environment. It 
is also a foundation for the study of Educational Psychology. 

3 periods weekly for one semester. 

3 semester hours credit. 

Education 203. Educational Psychology — Child Growth and Development 

This course surveys the physical, emotional, social, intellectual, spiri- 
tual and aesthetic growth of children. Special emphasis is placed on the 
physiological changes and the psychological problems which the child may 
experience before reaching adolescence. 

3 periods weekly for one semester. 

3 semester hours credit. 

[30] 



Education 204. General Teaching Methods 

The student prepares for his first experience in teaching. He studies 
social objectives in education; the teacher as a social being; principles of 
study; use and selection of textbooks; selection and organization of subject 
matter; lesson types; questioning; lesson and unit planning. 

3 periods weekly for one semester. 

3 semester hours credit. 

Education 205. Principles of Logic 

This course is a study of the science of correct thinking, the canons 
and criteria of right reasoning. Specific personal and educational prob- 
lems are considered and interpreted with a view to guiding the student 
toward a practical application of principles of logic. 

3 periods weekly for one semester. 

3 semester hours credit. 

Education 206. Educational Psychology — The Adolescent 

This course is designed to present a comprehensive picture of the ado- 
lescent along the lines of physical, mental, emotional, spiritual, and social 
growth. Attention is given to the case study technique. Emphasis is placed 
on the problems of adolescents and their concomitant implications for 
teachers in secondary education. 

3 periods weekly for one semester. 

3 semester hours credit. 

Education 301. Educational Psychology — The Adolescent 

(See Education 206) 

3 periods weekly for one semester. 

3 semester hours credit. 

Education 302. Supervised Student Teaching in the Training School — 
Elementary 

The Horace Mann Training School serves as a laboratory in which 
students engage in the directed study of children, in teaching and in learn- 
ing situations as they are encountered in a modern school. As the study 
progresses students participate increasingly in the activities of the school 
to the point at which they can undertake the duties of the room teacher. 
Included in this course are several hours weekly of conferences with super- 
visors, principal of the school, and the director of training. Such topics as 
school register, school bookkeeping, guidance, school laws, caring for indi- 
vidual differences, and the improvement of lesson planning are discussed. 

One-half semester. 

6 semester hours credit. 

Education 324. Guidance in Business Education 

This course provides an introduction to the principles and problems of 
educational and vocational guidance and a study of their application to in- 
dividual junior and senior high school situations. 

2 periods weekly for one semester. 

2 semester hours credit. 

[31] 



Education 334. Elementary School Curriculum Materials (including Audio- 
Visual Aids) 

This course deals with methods and techniques in the use of specific 
materials in six subject-matter areas of the elementary school. 

Handwriting 

A study is made of the types of copy used in the various grades and 
emphasis is placed on arranging work and writing in a straight line. 
Methods of teaching handwriting, conducting remedial work, and correlation 
are also included. 

2 periods weekly for one-half semester. 

1 semester hour credit. 

Language Arts in the Elementary School 

Study is given to the trends in the teaching of speaking, listening, and 
writing in the elementary school. The basic skills of oral and written com- 
position are stressed. 

2 periods weekly for one semester. 
2 semester hours credit. 

Mathematics 

This course includes selection, grade placement, and organization of 
subject matter; adaptation of drill and other learning procedures to individ- 
ual differences; the place of mathematics in the integrated program; col- 
lection and use of teaching materials; techniques for developing concepts 
and understanding of mathematical principles; testing and remedial pro- 
cedures. 

2 periods weekly for one semester. 

2 semester hours credit. 

Reading Methods and Materials 

The course centers about methods and materials used in teaching ele- 
mentary reading. Emphasis is placed on reading readiness, word-recognition 
techniques, pupil grouping and the evaluation of individual progress. 

2 periods weekly for one semester. 

2 semester hours credit. 

Science 

This course treats the following topics: a philosophy of elementary 
school science; general objectives of the elementary school science program; 
methods to be used in teaching elementary science; organizing a science 
program; and problems for the beginning science teacher. 

2 periods weekly for one semester. 

2 semester hours credit. 

Social Studies 

The history and geography segments of the curriculum materials course 
are based upon the development of major units of work. Emphasis is placed 
on the particular activities suitable for the teaching of these social studies 
at the elementary level and on the texts and materials necessary to the work. 

4 periods weekly for one-half semester. 

Total credits — 1 1 semester hours. 

[32] 



Education 335. Tests and Measurements 

This course presents the terminology used in tests and measurements 
essential for the classroom teacher. A study is made of elementary statis- 
tics, functions and forms of various tests and the uses of test results. 

3 periods weekly for one semester. 

3 semester hours credit. 

Education 336. Improvement of Reading 

The purpose of the course is to present the fundamental principles and 
problems underlying reading difficulties. A reading program is suggested 
in which the various techniques of improvement are studied and evaluated. 

3 periods weekly for one semester. 

3 semester hours credit. 

Education 337. Junior High School Curriculum Materials 

This course deals with methods and techniques in the use of specific 
materials in the major and minor fields of concentration of students in the 
junior high curriculum. 

English 

This course considers methods for teaching the various aspects of the 
junior high English program: speaking, written communication, and litera- 
ture. Curriculum materials and evaluative criteria for judging these ma- 
terials are presented. 

3 periods weekly for one semester. 

3 semester hours credit. 

Geography 

This course acquaints the student with specific techniques and skills 
that he might use to teach geography effectively in the junior high school. 
Specific methods (textbook method, problem method, activity method) are 
employed in the course, and students have an opportunity to analyze those 
respective methods for distinctive advantages and possible limitations. The 
course aims to be instrumental in constructing a functional list of free and 
inexpensive teaching aids that will prove useful in the teaching of geog- 
raphy. 

3 periods weekly for one semester. 

3 semester hours credit. 

Mathematics 

This course emphasizes the contributions of mathematics to the major 
objectives of education; specific objectives in the teaching of mathematics; 
organization of subject matter for teaching; techniques for developing con- 
cepts and understandings of mathematical principles; adaptation of drill to 
individual differences, procedures for maintaining growth in mathematical 
judgments — including problem solving; plans for establishing effective 
work habits; testing; diagnostic, and remedial procedures; collection and 
use of teaching aids. 

3 periods weekly for one semester. 

3 semester hours credit. 

[33] 



Science 

This course deals wtih the principles of science teaching; e.g., the 
philosophy of science teaching, the selection and organization of materials 
for teaching science, and the techniques of instruction in science for the 
junior high school. Equipment and sensory aids in science teaching are dis- 
cussed. 

3 periods weekly for one semester. 

3 semester hours credit. 

Social Science — History and Citizenship 

This course deals with the following considerations: the specific func- 
tion of history and citizenship education in the total program of the junior 
high school; current trends and patterns in the selection and organization 
of content; techniques of curriculum formation and revision; and analysis 
of widely-used procedures. 

3 periods weekly for one semester. 

3 semester hours credit. 
Total credits — 6 semester hours. 

Education 339. Principles of Business Education 

This course deals with a study of the origin, development and present 
status of business education in various types of institutions. It includes a 
general survey of high school business education; the contribution of busi- 
ness education to general education; training for various business occupa- 
tions; development of courses of study in business education; and a con- 
sideration of present-day methods of instruction in business subjects. 

4 periods weekly for one-half semester. 
2 semester hours credit. 

Education 340. Observation and Supervised Student Teaching in Train- 
ing School - — Junior High 

The upper grades of the Training School are used for demonstration 
and supervised teaching. Conferences ore held with supervising teachers 
at which the following problems are discussed: organization and control; 
planning; techniques; testing; classroom economy; school bookkeeping; 
classifying; marking and promoting; school laws; and clubs. 

2 periods weekly for one semester. 

2 semester hours credit. 

Education 401. History and Philosophy of Education 

This course surveys the history and philosophy of education, emphasiz- 
ing the contributions made by outstanding educators of Europe and America. 
A study is made of the main philosophical beliefs of the founders of various 
educational systems. 

2 periods weekly for one and one-half semesters. 

3 semester hours credit. 

Education 402. Supervised Student Teaching in the Public Schools — 
Elementary and Junior High 

This course is a practice-teaching period which provides opportunity in 
the public schools for continuous supervised experience in all classroom 
activities under regular classroom conditions. Experience is gained in the 

[34] 



study of individual differences, teaching techniques, and classroom man- 
agement. Supervision is given by the classroom teacher and by members of 
the college faculty. The students return to the college for two conference 
days during the eight-week period. 

One-half semester. 

6 semester hours credit. 

Education 402B. Supervised Student Teaching in the Public Schools — 

Business Education 

This course is a practice-teaching period for seniors in the Business 
Education Department who are assigned to selected high schools for an 
eight-week period of observation and student teaching. They are supervised 
continuously by the high school business teachers, and their work is peri- 
odically appraised by members of the Business Education Department in- 
structional staff of the college. Students return to the college for two con- 
ference days during the eight-week period. 

One-half semester. 

6 semester hours credit. 

Education 425. Methods of Teaching Bookkeeping 

This course deals with the techniques of instruction in the field of 
bookkeeping. The material includes historic background, place and scope 
of bookkeeping in the high school curriculum, and teaching and learning 
tools such as visual and auditory aids, aptitude tests, achievement tests, 
lesson plans and practice in test making. 

2 periods weekly for one semester. 

2 semester hours credit. 

Education 426. Method of Teaching Geography in High School 

This course surveys the geography courses taught in high schools. High 
school texts, selection of maps, use of current material, and methods and 
techniques of presenting geographic material are considered. 

2 periods weekly for one semester. 

2 semester hours credit. 

Education 428. Methods of Teaching Shorthand 

This course is designed to give students a background for the use of 
the two most commonly accepted methods of teaching Gregg Shorthand. 
The course will acquaint the student with textbooks and sources of dictation 
materials and give some information about prognostic tests. 

2 periods weekly for one semester. 

2 semester hours credit. 

Education 429. Methods of Teaching Typewriting 

This course deals with the fundamentals of skill-learning as applied to 
typewriting. Units of work include the various methods of learning the key- 
board, diagnosis of common errors, remedial teaching drills, speed and ac- 
curacy drills, testing, grading, selection of typing textbooks, and the corre- 
lation of transcription in the typewriting class. 

2 periods weekly for one semester. 

2 semester hours credit. 

[35] 



Education 445. Audio-Visual Education 

This course is planned to include the study of the important audio- 
visual aids employed in modern teaching. The nature of materials for sub- 
ject enrichment, selection and evaluation in terms of units of work, and 
techniques of classroom use are discussed. Some attention will be given 
to organization and administration of an audio-visual program. Students 
will be given an opportunity to operate projectors and other audio-visual 
equipment and to acquaint themselves with sources of information on film- 
strips, film and other teaching aids. 

4 periods weekly for one-half semester. 

2 semester hours credit. 

Education 446. Professional Ethics 

This course is concerned with a study of the meaning and importance 
of ethics to teachers. Special emphasis is placed upon the study of the de- 
velopment and current use of ethical codes in the professions. Codes of 
ethics for teachers are given particular consideration, with application to 
case situations. 

1 period weekly for one semester. 

1 semester hour credit. 

Education 451. Principles of Guidance 

The course provides an introduction to the principles of guidance, and 
a consideration of their operation in programs of public schools. 

2 periods weekly for one semester. 
2 semester hours credit. 

Education 458. Home Economics 

This course is an introduction to home economics aimed to help the 
student in her personal living; to provide suggestions that she can use as a 
classroom teacher in the promotion of health and worthy home membership; 
and to give information that will be useful to her as a future home-maker. 
Units touch on consumer buying of foods and clothing; modern trends in 
home planning; and a study of basic nutritional needs and how to meet 
them. A limited amount of laboratory work is included. 

2 periods weekly for one semester. (Required of all women in Ele- 
mentary Program) 

1 semester hour credit. 

Education 459. Tests and Measurements 

This course considers the history and development of standardized 
tests. Emphasis is placed on the construction of teacher-made tests, their 
scoring and interpretation of results. Attention is given to marking and 
reporting pupil progress. 

2 periods weekly for one and one-half semesters. 

3 semester hours credit. 

Education 461. Principles and Trends in Secondary Education 

This course traces the development of secondary education in the 
United States. It is concerned with the essential purposes of present-day 
secondary education; methods related to the recent developments in the 
curriculum area; organization and types of programs; current trends, prac- 

[36] 



tices and methods of teaching used in major teaching plans; diagnosis of 
learning difficulties; lesson plans and assignments of various types; disci- 
pline and classroom management; the evaluation of outcomes. 

4 periods weekly for one-half semester. 

2 semester hours credit. 

Education 464. Education for Citizenship 

The purpose of this course is to stimulate active citizenship by an 
evaluation and appreciation of the basic concepts of our democratic way of 
life. It aims to help the student to select the best possible course of civic 
action available to him as on adult. 

2 periods weekly for one and one-half semesters. 

3 semester hours credit. 

Education 465. Important issues in Education 

This concerns itself with discussion of issues of significance in the 
education offered by the free schools of the Republic and factors related 
to that education. (Required of all seniors.) 

2 periods weekly. No credit. 

DEPARTMENT OF ENGLISH 

Gertrude Burnham, Chairman 
Francis E. Callan 
Mary E. Casey 
Edwin L. Francis 
Serena G. Hall 
Mary M. Jones 
Elizabeth D. Prescott 
Adele L. Younis 

English 101. Literary Types and Composition 

This course is designed to develop a knowledge and appreciation of the 
novel, drama, and poetry through wide reading and to teach students to 
write clear and correct English. Approximately one-third of the time is de- 
voted to composition. 

3 periods weekly for two semesters. 
6 semester hours credit. 

English 102. Composition and Journalism 

This course will present a study of the relations of language, meaning, 
and logic through the analysis of the word, the sentence, the paragraph 
and the whole composition. There will be practice in the four methods of 
discourse, in writing the familiar, the factual and the interpretative essay, 
in reviews and critiques, and in the short story. Attention will be given to 
the aspects of journalism which apply to junior high publications. 

3 periods weekly for two semesters. 

6 semester hours credit. 

English 201. The Survey of English and American Literature 

This course, required of English majors, presents selected works of 
English literature in sequence of literary periods with particular attention 

[37] 



to the major writers. Detailed analysis is made of the major types of writ- 
ing. The social and political background of periods studied will be pre- 
sented. 

3 periods weekly for two semesters. 

6 semester hours credit. 

English 202. World Classics 

This course emphasizes the contribution of the literature of the west- 
ern world to our heritage. Representative works written during the great 
periods of literary and intellectual development are read in their entirety. 

3 periods weekly for one or two semesters. 

3 or 6 semester hours credit. Required of English Majors. 

English 203. A Survey of English Literature 

This course will present selected works of English literature in sequence 
of literary periods with particular attention to the major writers. Detailed 
analysis will be made of the major types of writing. The social and political 
background of periods studied will be presented. 

3 periods weekly for one semester. 

3 semester hours credit. 

English 304. Contemporary Literature 

This course is designed to develop an understanding and critical judg- 
ment of contemporary literature. Trends in the drama, fiction, poetry and 
non-fiction of England and America since 1914 are analyzed. 

5 periods weekly for one semester. 

5 semester hours credit. 

English 305. Creative Writing 

The aim of this course is to promote initiative in self-expression. Stu- 
dents are encouraged to develop original ideas, inclinations, and prefer- 
ences in working out their writing problems. Individual conferences and 
constructive criticism are essential elements of the working procedure. 

5 periods weekly for one semester. 

5 semester hours credit. 

English 306. A Survey of American Literature 

This course offers a general survey of American literature that will 
serve as a basis for specialized courses. The emphasis is on major authors. 

3 periods weekly for two semesters. 

6 semester hours credit. 

English 401. Shakespeare 

(Required of English Majors) 
This course gives the student a knowledge of Shakespeare's life and 
work, a familiarity with typical plays of the periods of his dramatic career, 
and an acquaintance with the long poems. Shakespeare is studied as dram- 
atist and poet in relation to the Elizabethan Age. 

4 periods weekly for one and one-half semesters. 
6 semester hours credit. 

[38] 



English 402. Contemporary Literature 

(See English 304) 
3 periods weekly for one semester. 

3 semester hours credit. 

English 403. Junior High School Literature 

This course aims to acquaint students in the junior high school curric- 
ulum with the wealth of literature available for children of junior high school 
age. It covers the history of children's literature and places considerable 
emphasis on contemporary books, their authors, and illustrators. 

2 periods weekly for one semester. 

2 semester hours credit. 

English 404. Children's Literature 

This course aims to present standards for selecting literature for school 
children, to acquaint the student with available material, and to evaluate it 
in the light of established standards and present-day trends. 

2 periods weekly for one semester. 

2 semester hours credit. 

English 405. World Classics 

(Elective for Elementary Students) 
(See English 202) 

English 406. History of English Language 

This course introduces the student to the science of the English lan- 
guage, covering the following major problems: the nature of language, the 
historical development of English, the development of the English sounds, 
and the basic theories affecting good usage. 

2 periods weekly for one semester. 

2 semester hours credit. 

DEPARTMENT OF FRENCH 

Richard H. Rockett, Chairman 
Edwin L. Francis 

French 301. Written and Oral Expression 

This course is a review of French grammar with particular emphasis on 
difficult constructions. Drill in the use of idioms and the translation of 
texts dealing with French life and customs as well as with the geography 
and history of France are stressed. (Prerequisite — two years of French.) 

5 periods weekly for one semester. 

5 semester hours credit. 

French 401. Contemporary French Theater and Novel 

This course is a study of prewar and postwar tendencies with particular 
emphasis on plays and novels. Oral and written reports are made. 

4 periods weekly for one and one-half semesters. 

6 semester hours credit. 

[39] 



DEPARTMENT OF HANDWRITING 

D. Francis Harrigan, Jr., Chairman 

Handwriting 101. Fundamentals of Handwriting 

This course is compulsory for all freshmen. It is designed to improve 
and develop personal writing ability through self analysis and directed prac- 
tice. The mechanics of writing; standard letter forms, both cursive and 
manuscript, are studied and practiced; and the recognized essentials of good 
handwriting are stressed. 

1 period weekly for two semesters. 

1 semester hour credit. 

Handwriting 305. Blackboard Writing and Handwriting Methods 

This course for Business Education juniors seeks through supervised 
practice to develop the ability to write good blackboard copy. A study is 
made of the types of copy used in business and emphasis is placed on ar- 
ranging work, correlation, and the writing of good business copy. 

1 period weekly for two semesters. 

1 semester hour credit. 

Handwriting 427. Advanced Course in Lettering and Engrossing 

This course in text-lettering is planned for general classroom use, the 
making of resolutions and honor rolls, and use in diploma filling. Practice 
in the various styles of text-lettering, color, and basic illumination are in- 
cluded. 

1 period weekly for one semester. 

1 semester hour credit. 

DEPARTMENT OF HEALTH AND PHYSICAL EDUCATION 

Physical Education for Women 

Mira Wallace, Chairman 

Helen T. Mackey 

Jane S. O'Hern 

Physical Education for Men 

Lawrence T. Lowrey, Chairman 
James E. Twohig 

Physical Education 101. (M) Activities 

This course provides general gymnasium work, including corrective 
and remedial exercises, marching tactics, group contests, sports and games. 

Physical Education 101. (M) Physiology 

This course aims to stimulate students to think for themselves in mat- 
ters of human function and health behavior and to present the physiological 
background for proper health habits. 

3 periods weekly for two semesters. 

2 semester hours credit. 

[40] 



Physical Education 101. (W) Activities 

This course is designed to give fundamental techniques, rules, and 
principles in all important phases of physical activities. Special attention 
is given to individual needs, as determined by physical examinations given 
upon admission. Individual and team games and sports, square, tap, and 
social dancing, and body mechanics are stressed. 

Physical Education 101. (W) Physiology 

This course is a study of the fundamental aspects of healthy adult 
living, including the factors pertaining to adult hygiene. The course aims 
to encourage improvement of individual health habits and their adaptation 
to adult environment. 

3 periods weekly for two semesters. 

2 semester hours credit. 

Physical Education 201. (M) Activities 

This course is an intensification of the program of the freshman year 
with particular stress on major sports. Attention is directed toward those 
qualities which characterize the successful teacher of physical education. 

Physical Education 201. (M) First Aid. Athletics in Education 

The Standard Red Cross First Aid Course is studied. Those passing the 
course receive a certificate from the American Red Cross. 

This course deals with the place of play and group games in education. 
It considers the need for recreational games, and methods of teaching them 
at the elementary and secondary level. 

3 periods weekly for two semesters. 
1 semester hour credit. 

Physical Education 201. (W) Activities 

This course aims to increase skill and achievement in the continuation 
of all activities. Opportunities are provided to coach, teach, and officiate 
at games and develop powers of leadership. 

Physical Education 201. (W) First Aid. Coaching and Officiating 

The Standard Red Cross First Aid Course is studied. Those passing the 
course receive a certificate from the American Red Cross. Techniques of 
coaching and officiating at team games and group activities will be pre- 
sented for the upper elementary, junior and senior high school levels. 

3 periods weekly for two semesters. 

1 semester hour credit. 

Physical Education 321. Health Education 

This course includes the study of school health education materials, 
activities, and teaching procedures. Emphasis is placed upon the teacher's 
part in the health guidance of the school child. 

2 periods weekly for one-half semester. 
1 semester hour credit. 

[41] 



Physical Education 329. (M) Theory of Physical Education Activities 

This course considers the physical education program in the first nine 
grades. Activities are used to demonstrate the theory of physical education 
at the junior high level. 

3 periods weekly for one semester. 

1 semester hour credit. 

Physical Education 329. (W) Theory of Physical Education Activities 

This course provides a continuation of physical activities suitable for 
adults. A study is made of the program of physical education in the ele- 
mentary and junior high schools. The theory of physical education as it 
applies to the teaching of activities appropriate for use in the elementary 
grades is presented. 

3 periods weekly for one semester. 

1 semester hour credit. 

Physical Education 456. (M) (W) Advanced Sports: Leadership, Coach- 
ing and Officiating 

This course is designed for students who wish to improve their train- 
ing and to obtain experience in coaching and officiating the major sports. 
Participation will be provided in organizing, coaching and officiating games 
at varying age and grade levels. 

2 periods weekly for one and one-half semesters, 
semester hour credit. 



DEPARTMENT OF MATHEMATICS 

Mildred B. Stone, Chairman 
Michel J. Antone 
Schuyler G. Slater 

Mathematics 104. Introduction to Mathematics 

This course includes the topics which are customarily found in General 
Education; the principles underlying arithmetic with special attention to the 
number system, measurement, ratio, and variation; ways of expressing func- 
tional relationships; operations of algebra growing out of equations and 
formulas; logarithm slide rule; geometry of shape, size, and position includ- 
ing indirect measurement; principles underlying trigonometry; interpretation 
of statistical data. 

3 periods weekly for one or two semesters. 

3 or 6 semester hours credit. 

Mathematics 205. College Algebra 

This course is designed to give technical competence in the funda- 
mental operations of algebra, to develop a degree of mastery in the solution 
of equations, to introduce new concepts in progressions, complex numbers, 
and to strengthen skills in problem solving. This course will provide the 
necessary background for further work in the field of mathematics. 

3 periods weekly for two semesters. 

6 semester hours credit. 

[42] 



Mathematics 304. Trigonometry and Analytic Geometry 

This course includes the functions of angles, the solution of right and 
of oblique triangles, general formulas and logarithms, the study of Cartesian 
co-ordinates, straight line, circle, parabola, ellipse, hyperbola, polar co- 
ordinates, transformation of co-ordinates, tangents, and normals. 

2 periods weekly for two semesters. 

4 semester hours credit. 

Mathematics 305. Social-economic Mathematics 

This course is planned to acquaint students of elementary education 
with the background of mathematics of the upper grades. Topics include 
areas of social-economic arithmetic such as banking, insurance, taxation; 
the intuitive geometry of shape, size and position; introduction to algebra, 
e.g., the meaning of algebra as a language for expressing relationships, the 
use of formulas, the solution of simple linear equations. 

2 periods weekly for one semester. 

2 semester hours credit. 

Mathematics 403. Calculus 

This course deals with the meaning of derivatives; the value and de- 
velopment of formulas and their application to problems involving slopes, 
rates, and velocities; and the meaning and use of integration. 

2 periods weekly for two semesters. 
4 semester hours credit. 

DEPARTMENT OF MUSIC 

Timothy F. Clifford, Chairman 

Music 101. Music Experiences 

This course is concerned with the skills necessary for guiding musical 
development in the elementary school. Attention is given to singing, play- 
ing instruments, listening, creating music and other activities designed to 
effect an increase in knowledge of classroom music. 

3 periods weekly for one semester. 
2 semester hours credit. 

Music 330. Elementary School Music 

This course presents the theory and practice of school music teaching. 
Lectures, demonstrations, and practice teaching in the classroom and in 
the training school are planned to develop security in guiding a five-fold 
music program. 

4 periods weekly for one-half semester. 
2 semester hours credit. 

Music 401. Human Values in Music 

This course includes the following topics: aesthetics of music, the re- 
lationship of music to the other arts, and familiarity with masterpieces rep- 
resenting the major periods of music history. Listening skill based on this 
knowledge is sought through recordings, radio and television performances, 
and concert attendance. 

2 periods weekly for one and one-half semesters. 

3 semester hours credit. 

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DEPARTMENT OF SCIENCE 

James B. Sullivan, Chairman 
Earle S. Collins 
J. Clifford Geer 
Thomas I. Ryan 
Schuyler G. Slater 




Chemistry Class 

Science 101. Biological Science 

This course emphasizes basic biological principles common to all types 
of living things. These principles are illustrated by the study of the anatomy 
and physiology of certain examples selected from the major phyla of both 
the plant and animal kingdoms. Special attention is given to the study of 
the human organism. Some attention is given to the principles exemplified 
in special fields of biology such as bacteriology and genetics. 

4 periods weekly for two semesters. 
6 semester hours credit. 

Science 102. Physical Science 

This course is designed to fit the needs of students who studied rela- 
tively little science in secondary schools. Some attention is given to the 
applications of science to industry and commerce, as well as to the avoca- 
tional values of science study. Instruction is enriched with demonstrations, 
audio-visual aids, and field trips. 

2 periods weekly for two semesters. 

4 semester hours credit. 

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Science 201. Physical Science 

This course provides a study of the broad field of the physical sciences 
touching those phases of chemistry, astronomy, and physics which have 
definite cultural values. Lecture-demonstrations and audio-visual aids are 
liberally employed. 

2 periods weekly for two semesters. 

4 semester hours credit. 

Science 202. Nature Study 

This course provides information about trees, flowers, migration, hiber- 
nation, aquaria, bird identification, butterflies and moths. Where possible 
direct contact with the materials being studied is provided through field trips 
and class demonstrations. Correct habits are established for self-study in 
the field. 

2 periods weekly for one semester. 

2 semester hours credit. 

Science 305. Problems and Experiences in the Physical Sciences 

This course is primarily concerned with getting students ready for a 
creditable performance in science-teaching in the training school; it is also 
a foundation for later professional work in the classroom. There is ample 
opportunity for amplification of background, setting up apparatus, giving 
demonstrations, and becoming familiar with audio-visual equipment. 

3 periods weekly for one semester. 

3 semester hours credit. 

Science 306. General Chemistry 

This course provides a survey of the field of inorganic chemistry, com- 
prising a study of the fundamental principles of chemistry and their prac- 
tical application. 

4 periods weekly for two semesters. 
6 semester hours credit. 

Science 307. Astronomy 

This course provides an examination of the principal bodies of the 
solar system, of the stellar universe, and the fundamental theories concern- 
ing them. 

2 periods weekly for one semester. 

2 semester hours credit. 

Science 401. Economic Biology 

This course surveys the plant and animal world with emphasis on those 
findings of biological science which influence human existence, such as 
those which deal with food problems, health, disease, and heredity. Oppor- 
tunity is given for research on important aspects of biological science which 
are of practical value. 

2 periods weekly for one and one-half semesters. 

3 semester hours credit. 

Science 403. Advanced Physical Science 

This course is designed for students who wish to continue the study of 
background material for the teaching of science in the elementary school. 

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Laboratory work, pertinent outside reading, and several field trips are part 
of this course. 

2 periods weekly for one and one-half semesters. 

3 semester hours credit. 

Science 404. General Physics 

This course presents the fundamental principles of the mechanics of 
solids, liquids, and gases, wave motion and radiation, sound, heat, light, 
magnetism, and electricity. 

4 periods weekly for two semesters. 
6 semester hours credit. 

Science 405. Genetics 

This course deals with the fundamental principles of heredity and vari- 
ation as they have been developed through the study of plants and animals. 
3 periods weekly for one semester. 
3 semester hours credit. 




Biology Class 

DEPARTMENT OF SOCIAL SCIENCE 

Edna M. McGlynn, Chairman 

Lorraine Coffey 

Margaret W. Dower 

Charles F. Kiefer 

Marion S. Marshall 

Minor H. McLain 

Joseph M. Piemonte 



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History 101. World History 

This course aims to present a clear, concise narrative of the history of 
civilization from ancient times to the present, stressing and interpreting 
social, cultural, economic, and political development. 

3 periods for two semesters, 6 semester hours credit. 

2 periods for two semesters, 4 semester hours credit. (Business) 

History 201. United States History 

This course traces the growth of this nation from its humble origin in 
scattered settlements along the Atlantic seaboard and in the American 
Southwest to its emergence as the great world power of today. Attention is 
given to the forces and personalities that have molded American culture 
and stress is placed upon the development of an intelligent understanding 
of present-day United States. 

3 periods for one semester, 3 semester hours credit. 

2 periods for one semester, 2 semester hours credit. (Business) 

History 202. United States Constitutional Government 

This course is primarily concerned with American political institutions 
on the national level though not to the exclusion of state and local levels. 
The Federal Constitution — its origin, content, and interpretation; the struc- 
ture and functions of government; the enduring principles, the persistent 
trends and the conflict of interests are dealt with on the national level. The 
origin and content of the Constitution of the Commonwealth of Massachu- 
setts and the structure and functions of state and local governmental agen- 
cies are also studied. 

3 periods weekly for one semester, 3 semester hours credit. 

2 periods weekly for one semester, 2 semester hours credit. (Business) 

History 203. World History 

(See History 101) 

History 204. History of the Near East 

This course surveys the history of the Near East from ancient times to 
the present, placing the primary emphasis upon ancient Egypt, Mesopotamia, 
and Palestine. It also gives attention to Persia, Greece, and Rome, insofar 
as the history of those countries is integrated with that of the Near East. 

3 periods weekly for one semester. 
3 semester hours credit. 

History 205. History of the Far East 

This course surveys the history of Eastern Asia from ancient times to 
the present, with the primary emphasis upon the history of China, since 
1912. Attention is also directed to recent developments in Korea, Japan, 
Southeast Asia and India. 

3 periods weekly for one semester. 

3 semester hours credit. 

History 301. International Affairs 

This course makes a study of the present problems and policies of major 
European and Asiatic nations and their effect on other nations. The ideolo- 

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gies of communism, fascism, socialism, nationalism, imperialism, and inter- 
nationalism are analyzed. Research papers are required. 

3 periods weekly for one semester. 

3 semester hours credit. 

History 302. Problems in American History 

This course deals with American social, political and economic prob- 
lems, approached primarily through contemporary writings — letters, diaries, 
autobiographies, newspapers, and official documents. Attention is given to 
the circumstances out of which the problems arose, and to the conflicting 
and contrasting points of view concerning the issues and proposals, past and 
present, for alleviation or elimination. 

3 periods weekly for one semester, 3 semester hours credit. 
5 periods weekly for one semester, 5 semester hours credit. (Social 
Studies Majors) 

History 303. United States History 

(See History 201) 

History 304. United States Constitutional Government 

(See History 202) 

History 401. International Affairs 

(See History 301) 

Economics 401. Principles and Problems of Economics 

This course is a study of the structure of the United States 7 capitalistic 
system as it functions in current economic situations. The topics discussed 
are analysis of national income; the price mechanism, competitive and 
monopolistic forms; currency, credit, and banking; labor unions; and the 
distribution of income among the factors of production. Newspapers and 
current materials are used for illustrative purposes. 

3 periods weekly for one semester. 

3 semester hours credit. 

Sociology 301. Principles and Problems of Sociology 

The student considers modern man and his culture, analyzing relation- 
ship between present-day culture and heredity, environment, race, and popu- 
lation. To understand better the nature of man and his culture, the student 
examines basic facts concerning prehistoric and primitive man. Present 
social problems are considered throughout the course to enable the student 
to see practical applications of sociological principles. Research papers are 
required. 

2 periods weekly for one and one-half semesters. 

3 semester hours credit. 

Sociology 401. Principles and Problems of Sociology 

(See Sociology 301 ) 

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DEPARTMENT OF SPEECH 

Lillian M. Hoff, Chairman 
Edwin L. Francis 
Marion S. Marshall 
Richard H. Rockett 

Speech 101. Fundamentals of Speech 

This course is planned to develop greater efficiency in oral expression 
by the elimination of common speech errors and undesirable mannerisms. 
The course will acquaint the student with mechanics of correct speech and 
will attempt to eliminate defects in voice and posture. 

1 period weekly for two semesters. 

2 semester hours credit. 

Speech 202. Parliamentary Law 

This course is designed to familiarize students with all motions com- 
monly used in a deliberative assembly, to afford them an opportunity to 
exemplify these motions in the classroom, and to prepare them for active 
participation in meetings during college life and thereafter. 

1 period weekly for two semesters. 
1 semester hour credit. 

Speech 302. Speech Construction and Delivery 

This course is planned to provide practical training in the preparation 
and delivery of various types of speeches; to teach platform courtesy and 
procedures; to give facility in discussion and in the organization and pre- 
sentation of classroom materials; and to develop in the student the ability 
to speak easily, confidently, and forcefully. 

1 period weekly for two semesters. 
1 semester hour credit. 

Speech 401. Dramatics, Debating, and Platform Oratory 

This course is concerned with the oral interpretation of literature, dra- 
matics in school programs, platform work, methods of debate, and simple 
techniques of interviewing. The course aims to help student teachers in the 
techniques of teaching speech to children. 

1 period weekly for two semesters. 

2 semester hours credit. 



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